- Aug 1, 2023
- Posted by: admin
- Category: Abstract of 5th-etconf
Proceedings of The 5th World Conference on Education and Teaching
The Differential Effects of Corrective Feedback Type and Corrective Feedback Scheduling on L2 Development
Sepideh Mehraein, Ali Derakhshesh, Hamed Mohammad Hosseini
Oral corrective feedback (CF) has figured prominently in second language acquisition (SLA) research, with studies demonstrating that the success of such feedback depends on a number of factors. This study investigated the effect of two such factors, namely CF type (i.e., implicit vs. explicit) and CF scheduling (i.e., immediate vs. delayed) on the acquisition of third-person singular morpheme. One hundred and fifty-six English as a foreign language (EFL) learners performed six communicative tasks in one of the following conditions: (1) implicit immediate CF (single corrective move in the first session), (2) explicit immediate CF (dual corrective move in the first session), (3) implicit delayed CF (single corrective move in the last session), (4) explicit delayed CF (dual corrective move in the last session), and (5) control (no correction). Word monitoring task (WMT) and untimed grammaticality judgment test (UGJT), fine-grained measures of implicit and explicit knowledge, were employed as pre- and post-tests to measure the effects of feedback treatments. Data analyses examining the influence of CF type and CF scheduling demonstrated that the explicit immediate CF group was more effective in second language (L2) development than other groups. Moreover, not only did the explicit CF group outperform the implicit CF group in UGJT, a measure of explicit knowledge, but they also did so in WMT, a measure of implicit knowledge.
keywords: delayed feedback, explicit feedback, immediate feedback, implicit feedback, linguistic tasks